Research-informed teaching: a clinical approach Alex Nicholson

1.Context 2.Definitions 3.Case Studies 4.Suggestions Outline

1. Context Historic perspectives & predictions for the next 50 years

EducationReligionLearningResearch Then... s.15 Universities of Oxford and Cambridge Act 1877

Competition Now "...37,000 undergraduate courses..." (UCAS) Removing the cap on student numbers

Now Consumerism "One third...believe they have received poor or very poor value for money..." (HEPI, 2014)

Employability Now 6 in 10 applicants go to university to improve employment prospects (Which?, 2014)

2. Definitions What is "Research-informed teaching"?

Write on a post-it note... In one sentence or less, what does "research-informed teaching" mean to you?

"Research-led teaching" is a "vehicular idea", namely, one that was "fluid, diagnostic and explanatory, rather than prescriptive" H. Carr and N. Dearden (2012)

Students are participants Students frequently are an audience Emphasis on research processes and problems Emphasis on research content Research- based Undertaking research & inquiry Research- tutored Engaging in research discussions Research- oriented Developing research & inquiry skills Research-led Learning about current research in the discipline Griffiths (2004), Healey (2005), Healey and Jenkins (2009)

Knowledge Skills Experience

Knowledge D. Fox, "Personal theories of teaching" (1983) 8:2 Studies in Higher Education M. Prince, "Does Active Learning Work? A Review of the Research" (2004) 93(3) Journal of Engineering Education R. Havelock, "Law studies and active learning: friends not foes?" (2013) 47:3 The Law Teacher

Skills "There is virtually no suggestion that specific legal knowledge beyond the core is necessary or even desirable, and some firms are at pains to stress that they have no preferences in this field." V. Bermingham and J. Hodgson (2001)

Experience Mimicking practice in our teaching and learning methods.

Knowledge Skills Experience

3. Case Studies Case Study 1 - Private Practice

RiT in Practice 1.Practitioner attempts to verify his/her own knowledge through research. 2.Practitioner instructs the junior lawyer to conduct legal research on the point in question. 3.Practitioner begins by providing at least some background information on the legal issue or the research methodology required. 4.The junior lawyer then conducts the research, discussing progress with the practitioner and exchanging ideas at appropriate intervals.

DISSEMINATE DISCOVERDRAFT DISCUSS Teaching/Research (Research-led / Research oriented) (Research- tutored) (Research- based)

3. Case Studies Case Study 2 - Hallam Law

RiT in Hallam Law - The Process 1.Students interview real clients with real legal problems. 2.Students brainstorm areas of law and research questions ("research-based"). 3.Students conduct research independently ("research-based"). 4.Students report their findings to peers and their tutor during a weekly "firm meeting" at which findings are discussed ("research-tutored"). 5.The research output is typically a letter of advice.

RiT in Hallam Law - Challenges 1.Matching client need, student need and staff expertise. 2.Other "law firm" activities. Could the clinical approach work on a traditional academic module?

4. Suggestions A clinical approach to traditional, academic modules

DISSEMINATE DISCOVERDRAFT DISCUSS Teaching/Research (Research-led / Research oriented) (Research- tutored) (Research- based)

Risks K. A. Gresty, W. Pan, T. Heffernan & A. Edwards- Jones, "Research-informed teaching from a risk perspective" (2013) 18:5 Teaching in Higher Education D. Fox, "Personal theories of teaching" (1983) 8:2 Studies in Higher Education , p.160.

Dealing with the Risks 1.Explain the benefits. 2.Keep it practical.

By adopting a clinical approach to more orthodox, academic modules, it may be possible to develop and deliver research-informed teaching in a way that will (and crucially will be perceived by students to) enhance employability. Key Message

Could a clinical approach to RiT work on your module?

Research-informed teaching: a clinical approach Alex Nicholson